EF°  The  following,  though  intended  for  a  local  purpose,  offers  many  useful  hints  that 
may  be  found  greatly  beneticial  to  Common  Schools.  To  the  general  reader  the  matter 
may  not  be  altogether  new, — bat  to  many  the  plan  will  be  entirely  so.  It  is  therefore  sub- 
mitted to  your  consideration : — 

A 

PLAN     OF     INSTRUCTION 


NE¥  YORK  PUBLIC  SCHOOLS. 


The  annexed  resolution,  passed  May,  18'44,  having  resulted  in 
an  improved  condition  of  the  Schools,  the  Board  of  Trustees  we«e 
induced  to  submit  to  a  Committee  the  following  interesting  com- 
munication from  Mr.  Holbrook.  Their  report  thereon  was  adopted. 
Both  the  communication  and  report  are  given  in  full : 

Resolved,  That  one  hour,  weekly,  be  appropriated  by  as  many 
of  the  pupils  of  the  Public  Schools  as  may  meet  the  approbation 
of  the  section,  in  preparing  specimens  of  Mapping  and  Drawing 
for  circulation  among  other  Schools,  to  aid  in  their  improvement, 
and  to  be  presented  to  public  bodies  engaged  in  the  general  cause 
of  Education. 

To  the  Executive  Committee  of  the  New  York  Public  Schools : 

GENTLEMEN, — I  have  substantial  reasons  for  believing,  that  a 
slight  modification  of  your  beautiful  school  system  would  produce 
the  following  results : 

First.  It  would  remove  the  necessity  of  sending  for  truants  ;  as 
few,  if  any,  would  exist. 

Second.  It  would  draw  from  the  streets,  for  useful  instruction, 
idle  boys,  who  are  in  the  habit  of  annoying  schools,  mutilating,  and 
probably  robbing  school  houses. 

Third.  It  would  change  some  of  the  worst,  to  the  very  best 
scholars. 

Fourth.  It  would  induce  pupils,  after  leaving  school,  1o  continue 
the  improvement  there  commenced ;  and  thus  keep  them  from 
bad  company  and  dissolute  habits. 

Fifth.  It  would  promote  self-respect,  and  impress  the  minds  of 
the  pupils  with  the  duty,  as  it  would  open  to  them  facilities,  for 
becoming  good  republican  citizens,  and  that,  too,  by  doing  good 
to  the  republic. 


2  PLAN    OP   INSTRUCTION    FOR   THE 

Sixth.  It  would  render  more  rapid  and  more  thorough,  the 
improvement  of  scholars  in  all  the  elementary  branches  of  com- 
mon education. 

Seventh.  It  would  set  an  effective  example  for  other  schools,  in 
this  and  other  states,  for  rendering  their  systems  more  natural, 
practical,  and  moral,  in  their  operations,  and  thus  render  American 
Education  more  adequate  to  the  purposes  of  a  Republican 
Government. 

On  each  position  here  taken,  facts  can  be  adduced,  of  such  a 
character,  and  in  such  abundance,  as  to  convince  any  candid  mind, 
that  their  soundness  and  feasibility,  are  no  less  evident  than 
their  importance.  Though  it  would  trespass  much  too  largely 
upon  your  time  to  go  into  an  exposition  of  the  measures  referred 
to,  two  or  three  facts  among  thousands  of  a  similar  character, 
showing  that  provisions  may  easily  be  made  for  employing  use- 
fully the  physical,  intellectual,  and  moral  energies  of  children, 
WjMch,  to  a  fearful  extent,  are  now  running  to  waste,  or  to  abso- 
lute and  alarming  evil,  may  be  admissible. 

A  joint  circular,  by  Dr.  Reese  and  Mr.  Seton,  sent  to  the 
teachers  of  the  schools,  about  three  weeks  before  their  late  recess, 
resulted,  before  they  closed,  in  not  less  than  ten  thousand  elemen- 
tary Cabinets  of  Geology,  for  nearly  the  same  number  of  families, 
collected,  assorted,  and  labelled  by  the  pupils ;  securing,  in  very 
many  instances,  a  hearty  interest  and  essential  aid  from  their 
parents  and  other  friends.  Public  School  No.  15,  collected,  pre- 
pared, labelled,  and  distributed,  not  less  than  four  hundred  such 
cabinets  in  one  day.  They  then  prepared  some  specimens  of 
Geology  and  Geomety  for  sending  to  Syracuse,  to  be  exhibked  to 
a  convention  of  teachers,  and  presented  to  the  schools  of  that  vil- 
lage. In  return  for  those  specimens,  just  received  from  Syracuse, 
are  a  collection  of  plants  and  a  small  cabinet  of  minerals,  princi- 
pally collected  from  the  salt-works,  accompanied  by  two  appro- 
priate and  well  written  letters  ;  one  directed  to  the  girls,  and  the 
other  to  the  boys,  of  New  York  Public  School  No.  15,  which  col- 
lections I  send  for  your  examination. 

With  that  I  send  a  box  prepared  during  the  vacation,  by  a 
small  boy  in  No  1 6,  and  some  specimens  of  wood  prepared  by  a 
former  pupil  of  No.  17,  now  learning  carriage  making  on  Long 
Island,  and  sent  to  his  brothers,  still  members  of  that  school.  The 
box  was  made  by  the  father  of  the  first  boy  named,  who  collected 
and  labelled  the  minerals,  who  is  a  piano-maker.  He  has  promised 
his  little  son,  that  he  will  polish  .the  box,  and  make  another  for  his 
little  sister. 

I  also  send  a  small  "  Geological  Cabinet"  containing  twenty- 
five  specimens,  which  illustrate  all  the  great  formations  composing 
our  gk>be ;  asking  each  of  you,  gentlemen,  to  accept  of  a  copy  of 


NEW  YORK  PUBLIC  SCHOOLS.  d 

a  small  manual  describing  each  specimen  contained  in  the  box  last 
named.  A.  Cabinet  like  this  could,  with  great  ease,  be  furnished 
by  your  pupils  for  e'very  family  connected  with  the  New  York 
Public  Schools;  and  that,  too,  within  a  month  at  most. 

I  will  only  add  to  this  communication,  already  much  longer  than 
I  intended,  that  I  submit,  with  much  deference  and  entire  sin- 
cerity, the  whole  for  your  consideration  ;  believing  that  you  will 
refer  the  subject  to  a  committee ;  or,  in  your  wisdom  and  kindness, 
in  some  other  way  dispose  of  it,  in  a  manner  which  its  importance 
deserves. 

Submitted  by  your  often  obliged  friend, 

JOSIAH  HOLBROOK. 

The  Committee,  to  whom  was  referred  the  communication  of 
Josiah  Holbrook,  report  that,  from  the  interviews  they  have  had 
with  Mr.  H.,  they  find  his  views  confined  principally  to  the  intro- 
duction of  a  systematic  attention  to  the  simplest  elements  of  Natu- 
ral Science,  as  a  part  of  Public  School  instruction.  The  reasons 
he  gives  for  this  addition  to  the  present  course,  have  been  already 
set  forth  in  his  communication  to  the  Executive  Committee,  and 
are  found  to  be  amply  sustained  by  the  many  instances  of  improve- 
ment in  character  and  conduct,  cited  by  him  as  taken  place  with 
young  persons  apparently  hopeless,  whose  attention  had  been  at- 
tracted to  these  objects.  The  recitals  furnished  would  occupy  too 
much  space  for  the  present  report ;  but  several  of  the  cases  are 
within  the  knowledge  of  some  members  of  the  Committee. 

The  principal  subjects  of  instruction  in  contemplation,  are — 

First.  Drawing  as  relates  to  diagrams  or  figures  already  in  use 
in  the  Schools,  and  others  of  the  kind,  together  with  lines  of  per- 
spective and  some  of  the  simplest  forms  of  useful  instruments, 
animals,  &c.  This  occupation  to  be  accompanied  with  instruc- 
tions by  the  teacher  or  assistant  in  the  elements  of  mensuration, 
assisted  by  models  and  forms  of  the  kind  introduced  into  the  pri- 
maries, with  explanations  showing  the  relation  of  these  forms  to 
various  crystals,  and  their  adaptation  to  mechanical  and  manufac- 
turing machinery. 

Second.  The  other  studies  to  consist  mainly  in  the  exhibition 
and  description  of  specimens  of  earths,  minerals,  plants,  &c.  The 
pupils  to  be  encouraged  to  make  small  collections  for  interchange, 
and  for  the  supply  of  their  friends — prompting  them  to  apply  their 
leisure  hours  at  home  to  these  objects,  'in  this  study,  the  teacher 
is  to  explain  the  use  of  the  objects  exhibited,  at  any  time  in  its 
application  to  the  arts,  and  occasionally  out  of  school  hours  to 
take  the  more  diligent  pupils  upon  an  excursion  in  search  of  mine- 
rals, plants,  &c,,  as  also  to  visit  some  neighboring  factory  or  work 
shop,  where  they  may  witness  the  operation  of  principles  before 


4  PLAN    OP    INSTRUCTION    FOR    THE 

explained  to  them.  It  is  also  proposed  that  committees  of  the 
most  attentive  pupils  from  the  several  Schools,  be  allowed,  at  pro- 
per intervals,  on  the  last  day  of  the  week,  to  meet  each  other  at  a 
convenient  place,  for  the  interchange  of  remarks,  the  exchange  of 
specimens,  and  for  hearing  an  address  or  elementary,  concise  lec- 
ture, from  some  scientific  friend  of  public  instruction,  to  be  gratui- 
tously given. 

As  to  the  studies  in  question,  it  is  apprehended,  no  possible 
objections  can  be  made  to  them.  As  to  their  utility,  the  views  of 
your  Committee  will  be  found  in  a  plan,  with  some  remarks  at 
length,  submitted  herewith ;  drawn  up  by  a  member,  whose  office 
in  the  society  affords  him  the  best  means  of  acquaintance  with  the 
capabilities  of  all  the  Schools  of  the  institution,  as  well  as  with  the 
dispositions  and  abilities  of  the  teachers. 

The  principal  question  arising  appears  to  be,  whether  the  pro- 
jects entertained  would  inierfere  with  the  instruction  now  neces- 
sarily given,  and  not  to  be  dispensed  with. 

Your  Committee  find  from  inquiries  made  by  them,  as  well  as 
from  their  previous  knowledge,  that  the  subjects  above  alluded  to 
have  already  been  partially  brought  before  a  portion  of  our  pupils 
in  many  of  the  Schools ;  that  so  far  as  this  has  been  done,  it  has 
not  proved  prejudicial  to  other  studies  ;  and  that  it  only  remains 
to  give  extension,  system,  and  uniformity  to  what  has  been  already 
happily  commenced.  The  hour  now  allotted  for  the  preparation 
of  specimens  of  maps,  drawings,  &c.,  once  a  week  for  exhibition, 
would  be  sufficient  for  the  objects  embraced  under  the  first  head 
of  this  report.  It  is  only  requested  to  authorize  the  extension  of 
the  privileges  of  the  same  hour  for  the  employments  proposed,  to 
the  whole  School.  /.,«• 

The  objects  embraced  under  the  second  head,  have  been  also 
already  partially  introduced  into  many  of  the  Schools  in  connec- 
tion with  other  studies  ;  as  in  the  case  of  the  hour  now  devoted  to 
their  Lyceum,  as  the  children  term  it,  on  a  certain  day  of  the 
week — which,  however,  had  hitherto  been  considered  only  in  the 
light  of  a  reward — although  the  privilege  is  sometimes  enjoyed  by 
fifty  or  one  hundred  of  the  pupils. 

From  these  experiments,  your  Committee  are  persuaded  that  a 
more  general  attention  to  this  sort  of  instruction,  under  proper 
regulations,  may  be  safely  allowed ;  and  that  its  advantages  are 
such  as  to  entitle  it  to  sanction  and  encouragement.  They,  there-- 
fore, recommend  the  adoption  of  the  following  resolutions : 

First.  Resolved,  That  the  hour  now  appropriated,  one  day  in 
the  week,  to  the  preparation  of  specimens  for  exhibition  by  some 
of  the  pupils,  be  appropriated  by  the  whole  School  to  drawing, 


NEW    YORK    PUBLIC    SCHOOLS.  5 

either  on  slates  or  paper,  and  to  the  instruction  incident  thereto, 
as  proposed  in  the  foregoing  report. 

Second.  Resolved,  That  a  portion  of  time  not  exceeding  one 
hour  in  the  week,  be  appropriated  to  employments  incident  to  ele- 
mentary instruction  in  subjects  of  Natural  Science  ;  such  instruc- 
tion to  be  given  at  times  when  it  may  appear  most  connected  with 
other  studies,  or  when  the  time  can  be  best  so  occupied. 

Third.  Resolved,  That  the  use  of  one  of  the  school-rooms  of 
the  Society  be  allowed,  not  oftener  than  once  a  month,  for  the 
meetings  of  committees  of  pupils,  as  above  proposed  ;  and  that 
the  supply  committee  be  authorized  to  expend,  annually,  a  sum 
not  exceeding  five  dollars  for  each  Public  School  House,  in  pro- 
curing such  materials  as  may  be  requisite  for  carrying  into  effect 
the  objects  of  the  foregoing  resolution. 

Fourth.  Resolved,  That  the  Agent,  together  with  two  or  three 
of  the  most  experienced  male  teachers  selected  by  him,  be  directed 
to  prepare  and  circulate  a  plan,  with  remarks  of  the  character  of 
the  draft  submitted  with  this  report,  to  all  the  teachers  less  expe- 
rienced in  carrying  into  effect  the  views  above  put  forth. 

Your  Committee,  in  conclusion,  are  of  opinion  that  it  is"  highly 
desirable  to  encourage  a  laudable  curiosity  on  the  part  of  the 
pupils  of  our  Schools,  by  enabling  them, 'whenever  it  is  conve- 
nient, out  of  school  hours,  to  witness  operations  of  different 
mechanical  and  manufacturing  establishments,  accompanied  by 
some  one  competent  to  take  charge  of  them,  as  also  to  make  excur- 
sions for  the  collection  of  minerals,  plants,  &c.,  as  alluded  to  in  the 
foregoing  remarks  ;  but  this  portion  of  the  subject  had  better,  per- 
haps, be  left  to  the  discretion  and  kind  feelings  of  the  teachers, 
together  with  the  judgment  and  good  will  of  the  members  of  sec- 
tions who  may  have  it  in  their  power  to  favor  in  this  way  such 
pupils  as  appear  particularly  deserving  of  the  gratification. 
All  which  is  respectfully  submitted. 

J.  R.  HURD,     } 
B.  SHERWOOD,    >  Committee. 
S.  W.  SETON,  ) 
September  10,  1845. 

In  presenting  the  following  subject  to  your  consideration, 
nothing  more  is  intended  than  to  mature  and  systematize  \vhat 
has  already  been  done,  more  or  less,  in  most,  or  all  of  the  schools, 
without  any  precise  plans  of  operation.  You  will  therefore  con- 
sider, that  the  views  of  the  Trustees,  as  presented  in  the  forego- 
ing resolutions,  are,  that  due  effect  be  now  given  to  similar  efforts 
already  made,  with  intention  to  advance  the  pupils  of  your 
Schools  in  the  useful  exercises  of  drawing,  writing,  and  mapping  ; 


0  PLAN    OF   INSTRUCTION    FOR   THE 

and  the  elementary  principles  of  the  natural  sciences,  by  means  of 
sensible  objects,  and  oral  instruction,  with  the  forming  of  cabinets 
for  that  purpose ;  and  to  stimulate  them  to  improvement  by  the 
understanding,  that  their  products  are  to  be  presented  to  public 
bodies,  and  circulated  among  other  Schools,  for  mutual  benefit 
By  inculcating,  as  a  stimulus  or  motive  to  action,  the  obtaining  o/ 
knowledge,  not  solely  for  our  own  benefit,  but  also  for  that  of 
others,  will  doubtless  render  children  more  happy  and  contentedf 
amidst  the  toils  and  tasks  incident  to  their  School  hours ;  which, 
if  not  rendered  altogether  delightful  thereby,  will  at  least  be 
relieved  from  much  of  their  weariness.  Abundant  encou- 
ragement has  been  already  offered,  by  the  admirable  results  pro- 
duced from  the  partial  and  limited  application  of  the  very  useful 
and  practical  plans  herewith  recommended  to  the  Schools. 

The  propositions  embraced  in  the  resolutions  appended,  are  as 

f    11 

follow : 

First.  One  hour  of  the  week,  on  the  same  day  in  all  the  Schools, 
to  be  appropriated  by  the  upper  classes  in  preparing  specimens  of 
writing,  drawing,  and  mapping,  with  such  other  efforts  of  taste  and 
skill,  as  the  teachers  may  direct ;  and  that  all  the  scholars  employ 
the  same  hour  in  writing  and  drawing  on  slates  as  a  preparatory 
means. 

Second.  That  brief  oral  lessons  of  from  ten  to  fifteen 
minutes  a  day,  comprising  one  hour  a  week,  be  given  collectively, 
or  otherwise,  illustrated,  by  sensible  objects  ;  and  that  the  scholars 
be  encouraged  to  form  cabinets  of  natural  objects,  and  also  to 
furnish  them  with  specimens  of  their  own  artistical  skill. 

Third.  That  meetings  of  the  scholars  be  held  occasionally  for 
mutual  inspection  and  comparison  of  their  products ;  for  making 
exchanges  among  themselves, — and  through  committees,  with 
other  schools  ;  and  directing  a  portion  of  them  to  be  presented  to 
public  bodies  engaged  in  general  education. 

In  presenting  the  plans  of  operation  as  required  by  the  fore- 
going resolutions,  I  have  been  directed  by  the  Board  of  Trustees 
to  accompany  the  communication  of  the  same,  with  such  plain 
suggestions  as  might  more  clearly  present  the  subject  to  all  the 
teachers,  and  at  the  same  time  afford  an  auxiliary  means  for  car- 
rying them  out,  to  the  less  practised  in  intellectual  systems.  I 
would,  therefore,  with  deference  ask  your  consideration  of  the 
following  entirely  practical  suggestions : 

THOUGHTS    ON    SOME    PRACTICAL    PLANS    OF    MENTAL    AND    MORAL 
DEVELOPMENT. 

A  distinguishing  feature  of  our  system  of  instruction  is,  that  of 
teaching  children  to  form  and  to  read  the  manuscript,  or  writing 


NEW  YORK  PUBLIC  SHHOOLS.  7 

characters,  as  fast  as  they  learn  to  read  and  form  the  characters  of 
the  Roman  or  printed  text.  Now,  the  intention  of  one  of  the  resolu- 
tions is,  to  carry  out  more  effectually  this  basis  of  the  system  of 
learning  to  read  and  spell,  by  rendering  drawing  an  aid  in  learning 
to  write:  so  that,  if  not  preceding  it,  (as  it  naturally  should,)  it 
may  at  least  be  exercised  collaterally  with  it, — first,  in  its  simple 
linear  principles,  and  gradually  advancing  to  practical  perspective 
and  shading.  Now,  it  requires  but  a  single  glance  to  perceive 
that  both  writing  and  drawing  are  analogous,  or  kindred  arts,  and 
dependent  one  on  the  other ;  and  that  Geometry,  of  course,  is  the 
basis  of  both.  For,  it  will  be  perceived,  that  the  analysis  of  the 
Roman  capitals,  as  well  as  of  the  small  text,  presents  a  classifica- 
tion into  straight  lines,  angles,  and  circles,  with  a  few  irregular 
curves.  The  basis  of  the  forms  of  the  capitals,  are  the  letters 
V I  O,  and  of  the  small  letters,  In  v  o ;  and  both  consist  of  straight 
lines,  angles,  circles,  and  the  upward  and  downward  curves,  with 
a  few  irregular  exceptions.  The  writing  characters  also  may 
be  classed  into  straight  lines,  angles,  and  curves — the  loop- 
letters  being  formed  by  straight  lines  and  curves,  and  the  body 
letters  by  ellipses  and  curves :  so  that,  practice  in  the  drawing  of 
the  ellipse,  straight  and  oblique  lines,  and  the  curve,  is  a  most 
appropriate  exercise  for  learning  to  write.  An  evidence  that 
drawing  will  be  found  a  very  efficient  means  for  this  end,  is  the 
gratification  it  seems  to  afford  the  pupil,  thus  to  vary  his  exer- 
cises. Indeed,  it  seems  the  very  prompting  of  nature,  as  may  be 
observed,  by  the  constant  movements  in  that  direction  ;  for  pupils 
are  not  unfrequently  found,  substituting  the  drawing  of  figures  and 
scribbling,  during  the  exercise  of  writing  on  slates;  which  erratic 
movement,  instead  of  being  followed  by  a  penalty,  as  is  the  cus- 
tom, should  induce  the  rational  teacher  to  adopt  this  exercise  in 
connection  with  writing,  and  thus  more  effectually  gratify  and 
advance  the  pupil. 

These  elementary  geometrical  exercises  are  also  a  proper  prelimi- 
nary course  to  mapping :  for,  an  attentive  observer  cannot  but  notice 
the  varied  curved  lines  and  indentures  of  bays,  gulfs,  and  every 
other  estuary,  and  especially  the  projecting  points  and  capes,  that 
form  the  more  distinguishing  features  of  a  map.  From  these  may 
be  stretched  diagonal  lines,  presenting  a  series  of  quadrilaterals 
and  triangles,  by  which  the  work  will  be  better  conceived  and 
drawn ;  for,  by  assuming  the  more  distant  points,  as  the  angles 
within  which  the  out-line  map  is  to  be  sketched,  it  is  rendered 
easier,  mentally  to  locate  every  principal  point  of  the  region  pro- 
posed to  be  drawn,  and  the  whole  is  better  impressed  upon  the 
mind  during  the  progress  of  the  work.  Therefore,  the  off-hand 
exercise  of  drawing  on  slates,  of  oblique,  parallel,  and  horizontal 


8  FLAN    OF    INSTRUCTION    FOR    THE 

lines,  with  circles,  ellipses,  and  irregular  curves,  may  be  considered 
a  very  proper  preparatory  exercise  to  mapping  and  writing. 

You  have  herewith,  copies  of  such  slate  exercises  ;  and  for  the 
more  advanced  pupils,  a  greater  variety  of  patterns  for  exercises 
on  paper.  These  geometrical  combinations  will  afford  useful  and 
pleasing  exercises  for  the  pen  or  pencil ;  and  are  designed,  also, 
to  be  colored,  as  a  means  both  of  cultivating  the  taste,  and  ren- 
dering the  exercise  more  agreeable  and  attractive.  The  varied 
examples  presented,  will  also  furnish  sensible  objects,  to  be  used 
in  brief  oral  lectures.  They  illustrate  some  of  the  most  interesting 
•wonders  of  the  natural  sciences — those  connected  with  Crystal- 
lography. The  linear  representation  of  these  forms,  or  the  repre- 
sentation of  them  in  their  solid  forms,  in  the  varieties  of  rhomboi- 
dal,  cubic,  and  truncated  Crystals,  affords  a  pleasing,  ingenious,  and 
useful  employment  for  the  hands.  Accordingly,  exemplifications 
are  added,  of  the  various  geometrical  solids,  presenting  the  nume- 
rous varieties  of  Crystallization,  which  form  an  important  and  use- 
ful part  in  the  study  of  Chemistry  and  Metallurgy. 

These  will  be  appliances,  for  carrying  out  more  extensively  the 
designs  of  the  second  resolution.  A  set  of  these,  made  for  the 
use  of  the  School,  by  the  scholars  themselves,  may  be  always  at 
hand  to  illustrate  such  facts  as  are  occasionally  occurring  in  the 
reading  lessons,  where  metals,  spars,  and  other  minerals,  are 
spoken  of — the  crystallization  of  which  may  be  exactly  presented 
to  the  eye  and  touch,  by  one  or  other  of  these  patterns.  It  may 
be  advised  that,  after  having  been  well  practised,  in  forming  hori- 
zontal, perpendicular,  and  oblique  lines,  and  triangles, — and  in 
forming  the  various  quadrilaterals  and  polygons,  both  within  a 
circle,  and  outside  of  it, — together  with  ellipses,  and  concentric 
circles  with  radii  from  the  centre,  (illustrating  that  circles  of  all 
dimensions  have  360  parts),  so  as  to  give  accuracy  to  the  eye  and 
hand, — the  pupils  may  then  be  indulged  in  scribbling,  or  drawing 
at  pleasure  on  the  slate,  or  on  waste  paper.  This  would  soon  give 
them  correct,  graceful,  and  rapid  movements,  with  great  com- 
mand of  hand,  and  train  the  muscles  for  any  necessary  move- 
ments required  for  deiineating^any  object  of  nature  or  art.  Thus 
prepared,  they  would  be  enabled  to  draw  maps  correctly,  and  to 
letter  them  neatly,  which  should  always  be  done  with  their  own 
hands. 

It  will  doubtless  be  found,  that  these  exercises  will  prove,  not 
only  ornamental  branches,  but  highly  useful  in  after  life. 
They  enter  into  almost  all  the  mechanic  arts,  and  are  eminently 
Useful  in  architecture  and  engineering;  neither  of  which  can  dis- 
pense with  an  accurate  habit  of  writing  and  drawing  well :  and 
such  as  are  thus  fitted,  and  such  only,  are  prepared  to  enter  on 


NEW    YORK    PUBLIC    SCHOOLS.  » 

these  pursuits — so  that,  besides  being  a  pleasing  accomplishment, 
drawing  is  a  proper  outfit,  not  only  for  the  architect,  but  the  mer- 
chant, naval  officer,  and  civil  engineer.  The  rudest  mechanic, 
while  he  will  often  find  use  for  it,  will  more  ordinarily  rise  in  his 
profession,  when  possessed  of  the  knowledge  of  this  art.  It  should 
therefore  be  an  allowed,  or  prescribed  study,  in  all  Common 
Schools.  Through  the  operations  of  the  proposed  plans,  our 
Schools  will,  in  some  degree,  possess  these  benefits. 

In  regard  to  the  general  bearing  of  the  subject  embraced  in  the 
resolutions,  it  may  be  further  observed,  that  as  the  study  of  nature 
may  be  pursued,  to  some  extent,  and  with  great  success,  by  the 
use  of  the  eye  sight  only,  it  is,  therefore,  adapted  to  the  capacities 
of  very  young  children;  and  will  afford  them  an  endless  and 
pleasing  variety,  amidst  the  toilsome  and  monotonous  rounds  of 
learning  to  read  and  spell.  It  should,  very  properly,  find  a  place 
in  systems  of  primary  education.  To  carry  this  into  effect,  there 
is  every  where  at  hand,  the  means  of  collecting  a  variety  of  natu- 
ral objects,  which,  when  placed  in  the  school  room,  become  not 
only  pleasing  ornaments,  to  render  it  a  more  agreeable  place  to 
the  pupil,  but  also  abundantly  useful  as  instruments  of  instruction. 

Calling  the  attention  of  children  to  these  objects,  learning  their 
names,  and  arranging  them  in  classes,  are  preparatory  and  neces- 
sary steps  to  an  inquiry  into  their  nature,  and  an  investigation 
into  their  economy  and  uses,  as  connected  with  the  benevolent 
plans  of  their  great  Creator.  The  study  of  His  works  is  doubt- 
less designed  by  Him  as  the  first  course  for  his  creature  man ; 
before  whom,  therefore,  he  has  outspread  this  Volume  of  Nature  ; 
and  He  has  given  him  hands  and  eyes,  as  means  and  instruments 
for  acquiring  this  useful  knowledge,  as  a  solid  foundation  of  every 
other. 

Such  investigations,  instead  of  being  irksome  and  difficult,  are 
both  easy  and  agreeable;  and  if  rightly  pursued,  l.hey  cultivate  and 
develop  the  human  faculties  in  the  best  possible  manner.  It  is, 
indeed,  following  out  the  very  instincts  of  our  nature.  It  is  incon- 
ceivable how  many  things  children  are  capable  of  learning,  when 
we  improve  every  possible  opportunity  of  instruction,  which  they 
themselves  furnish,  by  their  continual  readiness  to  inquire  concerning 
every  new  object  that  comes  in  their  way  ;  especially,  when,  from 
its  shape  or  appearance,  it  is  attractive  or  striking — as  things  that 
shine,  and  such  as  are  of  a  peculiar  color,  form,  &c.  Let  this, 
then,  be  systematically  followed  out  by  the  teacher,  only  at  those 
available  opportunities,  that  are  too  often  wasted,  in  the  loitering, 
lagging  course  of  the  operations  of  a  school : — then,  though  the 
pupil  of  the  common  school  should  fail  to  finish  even  the  most 
limited  course  of  education,  he  has  implanted  within  him,  a  taste 
for  the  natural  sciences,  somewhat  cultivated,  and  with  the  spirit 


10  PLAN    OP    INSTRUCTION    FOR    THE 

of  inquiry  which  belong  to  his  being,  he  possesses  very  largely  the 
means  of  self  instruction,  to  which  such  a  taste  will  naturally 
prompt  him.  But,  should  he  be  so  happy,  during  his  school-boy 
age,  (for  that  is  the  very  nick  of  time,)  as  to  have  the  full 
influence  of  such  rational  means  of  instruction,  he  has  a  sort  of 
second  sight,  and  graduates  from  the  primary  school-room,  to  find 
every  field  a  book,  and  every  object  of  nature  the  pages  of  its 
instruction.  They  become  to  him  the  source  of  continual  intel- 
lectual enjoyment,  as  well  as  the  means  of  new  acquisitions  of 
knowledge.  To  be  sure,  every  common  school  cannot  exactly 
embrace  in  its  range  of  studies,  a  course  of  physics.  Yet,  it  may 
always  be  extended  far  enough  greatly  to  advance  the  future  hap- 
piness and  usefulness  of  the  man  ;  and  this,  without  at  all  inter- 
fering with  what  are  generally  called  the  solid  or  useful  branches 
of  education — all  of  which  may  be  so  mechanically  acquired,  as  to 
fail  of  reaching  what  ought  to  be  the  high  aims  of  education. 

These  inklings  of  knowledge,  moreover,  may  be  made  to  give 
fragrance  and  flavor  to  instructions,  which  otherwise  might  be  dull 
and  insipid.  For,  inasmuch  as  the  kind  of  study  proposed,  pre- 
sents a  continual  and  increasing  variety — that  great  charm  of 
life — especially  in  youth, — it  will  always  be  pursued  with  an  ardor 
that  prevents  it  from  being  a  burden ;  while,  it  may  become  a 
happy  means  of  stimulating  to  exertion,  in  every  other  study. 
Then,  too,  it  will  become  a  source  of  their  moral  improvement, — 
disposing  them  to  behave  with  more  propriety,  and  adding  to  the 
dignity  of  their  nature,  by  continual  benevolent  efforts  to  be  useful 
among  their  fellow  men. 

To  present  this  subject  in  its  simplest  form, — what  objects  are 
more  common  in  a  civilized  community,  than  bread,  iron,  paper, 
wool,  cotton,  &c.  ?  Yet,  how  many  a  scholar  has  passed  from 
the  school  room  for  ever,  without  any  other  knowledge  of  them, 
than  their  bare  names  and  uses;  when  a. few  minutes  a  week  of 
right  instruction, — for  one  school  term  only, — would  have  pos- 
sessed them  of  a  full  knowledge  of  their  nature,  production,  and 
fabric ;  and,  at  the  same  time,  have  inspired  them  with  the  senti- 
ments of  reverence  and  love  toward  the  beneficent  Creator  who 
has  presented  these  materials  for  their  comfort  and  blessing.  For 
instance,  shall  not  the  teacher  lead  his  pupil  to  compare  the  raw 
material  with  the  finished  product,  and  to  perceive  why  the  divine 
Householder  has  stored  it  in  the  closets  of  the  earth  ? — Shall  he 
not  be  taught  once  to  think,  that  the  bread,  and  the  knife  that  cuts 
it,  have  gone  through  manifold  processes,  by  manual  labor  and 
toils,  which  have,  each,  afforded  healthful  and  profitable  employ- 
ment to  many,  who  by  the  influence  of  the  social  compact  have 
thus  finished  and  furnished  it  for  his  convenience  and  good  ?  ,  And 
shall  he  not  be  aided  in  discovering  that  this  is  the  design  of  his 


NEW  YORK  PUBLIC  SCHOOLS.  1 1 

beneficent  Creator,  who  has  thus  constituted  the  economy  of 
human  life  ? — or,  shall  the  child  himself  remain  a  RAW  MATERIAL — 
as  ore,  dug  up  and  thrown  on  the  surface  of  the  earth,  only  to 
encumber  it ! 

With  these  views,  it  is  proposed,  that  the  regular  course  of  stu- 
dies in  our  Schools  be  interspersed  with  the  occasional  introduc- 
tion of  short  lessons  or  lectures  on  the  natural  sciences,  using  for 
the  purpose  such  sensible  objects  as  may  be  easily  procured 
through  the  pupils  themselves,  and  from  other  sources— that  every 
school  house  have  a  few  shelves,  or  a  cabinet,  as  a  depository  for 
such  a  collection — and  that  a  suitable  portion  of  time,  daily,  be 
appropriated  to  these  brief  exercises  in  oral  instruction. 

As  the  study  of  the  natural  sciences,  above  all  others,  ennobles 
our  nature,  and  promotes  our  happiness,  Schools  should  be  sup- 
plied liberally  with  such  instruments  and  apparatus  as  ^shall  con- 
tribute to  carry  such  plans  into  effect,  viz :  globes,  orreries,  geo- 
metrical solids,  diagrams,  maps,  &c.,  and  an  abundant  store  of 
natural  objects  ; — and  a  microscope,  if  possible,  should  be  added. 
But,  effectually  to  fulfil  these  great  designs,  there  should  be,  in  the 
more  populous  districts,  an  electrical  machine,  air  pump,  and  tele- 
scope, to  be  accessible  occasionally  to  all.  By  the  use  of  these  at 
stated  times,  for  classes  from  all  the  Schools,  at  some  central  and 
convenient  place, — the  teachers  themselves  successively  being  the 
lecturers, — the  scholars  might  be  accustomed  to  see  frequent,  sim- 
ple, and  interesting  experiments  in  natural  philosophy ; — and  by 
the  aid  of  their  ordinary  school  apparatus,  they  might  be  presented 
with  the  most  important  facts  of  astronomy,  optics,  and  mecha- 
nics. Would  not  the  child,  thus  instructed,  be  happily  directed, 
in  after  life,  to  intellectual  improvement  ?  would  he  not  seek,  and 
find  resources  of  the  purer  kind,  to  supplant  that  vicious  want  and 
morbid  desire  after  excitement,  that  leads  to  the  play  house  and 
tavern, — to  gambling,  prodigality,  and  excess  ?  Should  not,  then, 
the  responsibility  of  the  teacher  prompt  him  to  throw  around  his 
pupils  those  preventive  checks,  as  a  hopeful  guardianship  of  their 
future  destinies,  when  sent  out  into  a  world  so  full  of  snares  at 
every  onward  step  ?  No  age,  then,  is  too  early  to  begin  to  lay  up 
these  necessary  stores  for  the  travel  of  life.  Let  even  infancy  be 
trained  in  the  delightful  task,  of  learning  the  names  and  nature  of 
the  thousand  beautiful  things,  with  which  our  Creator  has  filled 
this  magnificent  store  house  of  creation,  which  he  has  so  benefi- 
cently made  to  be  our  dwelling  place.  For  these  desirable  ends, 
doubtless,  he  has  implanted  in  the  mind  that  watchful  and  ever 
active  curiosity,  that  impels  to  such  useful  inquiries ;  and,  if  not 
unwisely  checked,  will  tend,  when  rightly  directed,  in  a  mea- 
sure, to  purify  the  mind  of  youth,  and  urge  them  to  seek  out  the 


12  PLAN    OP    INSTRUCTION    FOR    THE 

paths  of  virtue,  rather  than  of  vice,  and  thereby  lessen  to  them  the 
possible  moral  hazards  of  life. 

If  expense  should  be  objectionable,  for  the  more  liberal  appro- 
priation referred  to  in  the  foregoing  remarks,  let  not  the  Schools 
oe  deprived  of  the  more  elementary  apparatus ;  yet  do  not 
despair  of  effecting  something  in  this  great  work,  even  when 
wanting  these  ; — for,  with  a  trifling  addition  to  the  most  ordinary 
school  appliances,  how  easily  might  every  teacher  carry  out  the 
spirit  of  these  plans  on  a  more  limited  scale.  Slates,  pencils,  and 
paper ;  with  a  collection  of  natural  objects,  procured  through  the 
exertions  of  the  pupils  and  teachers,  without  an  item  of  expense, 
"Would,  if  the  measure  were  systematically  carried  out,  soon  pro- 
duce such  fruits  of  improvement,  as  would  call  for  more  extensive 
operations,  and  secure  a  more  favorable  attention  to  their  support, 
from  the  .patrons  of  education. 

In  natural  history,  how  many  objects  might  be  thus  procured 
for  almost  every  School  ?  Here,  exchanges  would  be  found  to  be 
useful.  Our  streets,  marble  yards,  and  market  places,  among 
their  refuse,  would  supply  shells,  minerals,  and  products,  not  pro- 
curable in  the  interior.  These  would  bring  returns,  not  to  be  found 
in  cities.  The  various  specimens  of  forest  woods — and  their  products 
of  curious  variety — every  one  of  which  would  afford  a  new  les- 
son ; — the  cedar  berry, pine  cone,  cotton  pod,  pitch  knot,&c.,  m;my 
of  them  entirely  new  to  the  pupils  of  city  schools.  Among  the 
thousands  of  primary  scholars,  how  few  may  be  supposed  to  hive 
seen  and  handled  a.  bird's  nest,  an  acorn,  a  chestnut  burr,  the  shell 
of  a  land  tortoise,  and  the  curious  nursery-home  of  the  wasp  !  and 
yet,  what  impressive  and  interesting  lessons  might  be  given  from 
each  of  them  !  With  what  facility  might  not  the  more  skJful 
scholars  prepare  various  models,  needed  for  the  purposes  of 
instruction.  For  example  :  what  correct  ideas  of  natural  history 
might  be  obtained  from  cards  of  drawings  prepared  by  themselves, 
and  which  should  represent  animals  in  their  comparative  sizes,  and 
their  classification ;  for  instance,  one  card  or  sheet  might  contain  the 
mammalia,  &c.  A  correct  scale  might  be  easily  procured.  The  hip- 
popotamus, elephant,  horse,  man,  &c. — some  of  which  mighi  be 
painted  to  nature,  and  entirely  cut  out  to  their  forms ;  these,  too, 
might  be  ingeniously  covered  with  hair,  wool,  or  feathers.  The 
seasons  of  vacation,  and  weekly  holydays,  would  present  abundant 
opportunities  for  this.  Such  pleasing  employments  would  culti- 
vate their  taste,  while  they  inculcated  habits  of  industry,  diligence, 
and  patience.  The  scholars  of  the  higher  schools  could  supply  the 
primary  schools  with  patterns  for  drawing,  &c.  Every  primary 
school  should  have  a  good  specimen  of  the  animal,  vegetable,  and 
mineral  kingdoms  conspicuously  in  view,  and  refer  every  new  object 


NEW    YORK   PUBLIC    SCHOOLS.  13 

to  such  standard,  while  at  the  same  time,  they  might  be  taught  to 
class  them  more  scientifically — as  for  example,  into  organic,  and 
inorganic. 

Both  Arithmetic  and  Geometry  teach  the  art  of  reasoning,  and 
both  should  be  early  taught,  by  simple  illustration,  and  sensible 
objects,  as  well  as  by  figuring  and  drawing.  Teach  them  thus, 
the  meaning  of  Perpendicular,  Vertical,  Horizontal,  Parallel, 
Oblique,  &c.,  by  the  use  of  small  rods,  or  their  hands,  fingers,  and 
arms,  and  by  drawing  them  on  the  slate,  or  on  paper, 
without  a  rule,  by  which  the  eye  a^d  the  hand  are  trained  to  the 
greatest  accuracy.  Let  them  thus  attempt  a  perfect  square, 
oblong — a  circle — an  ellipse  ; — then,  concentric  circles, — then,  the 
various  combinations  of  angles  comprised  in  tetraedrons,  poly- 
gons, and  rhombuses — with  the  spelling  and  learning  of  their 
names.  They  might,  at  leisure,  exercise  their  ingenuity  in  the 
handicraft  of  cutting  these  with  a  penknife  or  scissors,  out  of 
colored  paper,  and  combining  them  into  new  shapes.  This  is  not 
merely  an  exercise  in  mechanical  skill.  It  cultivates  a  taste  for 
symmetry,  exactness,  and  the  regular  and  beautiful  in  forms, — 
which  is  not  without  its  influence  on  the  moral  tastes  and  prefer- 
ences,— :while  a  more  decided  moral  benefit  arises  from  an  active, 
pleasing,  and  useful  employment  of  time.  Sei  the  girls,  at  their 
leisure  time  at  home,  to  the  drawing  of  new  modifications  of  works 
of  taste  and  art,  of  their  own  designing.  The  boys  might  make 
model  forms  of  every  variety — as,  for  example,  the  miniature  form 
of  a  house,  and  label  the  beams,  the  rafters,  and  every  other  part, 
with  the  appropriate  name. — leaving  them  to  acquire  the  means  of 
obtaining  this  knowledge,  which  they  would  not  fail  to  do,  if  stimu- 
lated aiid  encouraged. 

In  Astronomy,  the  pupils  may  sometimes  personate  the  sun, 
moon,  and  earth, — so  as  to  represent,  by  their  own  positions  and 
movements,  many  of  its  important  phenomena  ;  and,  at  the  same 
time,  give  the  derivation  of  the  scientific  terms,  such  as  solstice, 
tropic,  and  equinoctial : — while  the  teacher  will  often,  in  the  midst 
of  these  illustrations,  repeat  the  requisition  of  "  Spell  it" — "  De- 
fine it." 

In  Chemistry — how  much  might  be  done  by  very  small  means, 
and  trifling  expense  ?  Neither  time  nor  money  would  be  required 
to  show  a  class,  (and  allow  them  also  to  experiment,)  how  vegetable 
blue  is  turned  red  by  an  acid,  and  green  by  an  alkali ;  or,  that  an 
acid  on  an  alkaline  will  cause  it  to  effervesce, — the  definition  of  which 
term,  would  thus  be  precisely- understood,  and  by  association,  its  or- 
thography taught — and  both  impressed  permanently  on  the  mind. 
The  very  youngest  may  be  taught  to  spell  cylinder,  as  easily  as  cat, 
and  remember  it  as  long,  when  illustrated  pleasingly  by  the  geo- 
metrical solid  that  represents  it,  or  by  tracing  its  form  on  the  slate. 


14  PLAN    OF    INSTRUCTION   FOR    THE 

What  life  and  energy  are  in  such  methods  of  instruction  !  And  how 
efficacious  to  break  up  the  hum-drum,  monotonous  course,  that  too 
often  represses  all  mental  development.  With  the  microscope, 
(and  how  desirable  to  have  one,)  the  works  of  nature  and  of  art 
might  be  examined  and  compared ;  and  by  such  investigations, 
what  lessons  might  not  be  taught,  of  the  glories  and  perfections  of 
Deity,  and  the  littleness  of  man's  highest  attainments  in  his  present 
sphere  of  being  !  Would  not  the  tendency  of  such  a  mode  of 
education  be,  to  elevate  and  purify  the  moral  feelings, — while  it 
cultivated  the  intellectual  powefl  ?  And  would  not  the  scholar  thus 
acquire  an  aptitude  for  close  observation, — with  excellent  habits  of 
diligence,  industry,  and  active  benevolence  ?  Must  he  not  grow 
in  knowledge  and  in  virtue,  when  the  mind  has  thus  continually 
presented  to  it,  food  that  it  can  easily  digest,  and  which  has  been 
proved,  a  thousand  times  over,  in  every  age  of  the  world,  (when 
intellect  has  advanced,)  to  be  the  spiritual  man's  natural  aliment  ? 
By  no  other  provision  or  training,  can  he  fulfil  the  true  destiny  of 
his  moral  and  intellectual  being. 

Let  it,  in  conclusion,  be  urged  upon  teachers,  to  try  these  plans, 
ai)d  prove  their  efficacy  for  advancing  knowledge,  and  learning  to 
do  good.  Let,  then,  the  teacher  and  the  taught  enter  upon  this  in- 
tellectual course,  with  ennobling  strife,  and  with  firm  resolves  to 
overcome  whatever  difficulties  may  oppose  ;  and  attempt  it  in  the 
spirit  of  one  of  the  earliest  fathers  of  chemistry, — whose  humble 
ambition  prompted  him  to  sayf*  "  It  contenteth  me  that  I  have 
written  the  truth,  and  lighted  a  candle  for  my  neighbor."  Should 
such  be  the  spirit  of  the  passing  age, — knowledge  shall  increase, 
with  virtue  :  for,  such  sentiments  are  the  divine  impress  on  our  be- 
ing, to  perpetuate  that  first  fiat  of  the  Creator,  "  Let  there  be  light !" 

S.  W.  SETON,  Agent. 

The  undersigned.  Principals  of  Public  Schools  of  the  New  York  Public  School  So- 
ciety, having  conferred  with  S.  W.  Seton,  on  the  subject  above  referred  to,  do  cor- 
dially recommend  the  foregoing  paper  to  the  notice  of  all  engaged  in  the  important 
subject  of  Primary  Education.  The  suggestions  contained  therein,  entirely  accord 
with  our  own  practical  views. 

JOSEPH  M'KEEN, 
J.  W.  KETCHAM, 
DAVID  PATTERSON, 
ASA  SMITH. 
Nov.  14, 1845. 

The  undermgped  takes  pleasure  in  concurring  with  Mr.  Seton,  in  recommending 
the  subject  matter  of  the  foregoing  circular,  having  observed,  during  the  past  year,  the 
excellent  practical  fruits  of  the  efforts  made  in  this  department,  in  promoting  both 
mental  and  moral  improvement. 

D.  MEREDITH  REESE,  M.  D., 
Superintendent  of  Common  Schools  in  the  City  and  County  of  N.   York. 


Glauber. 


NEW  YORK  PUBLIC  SCHOOLS. 


15 


DRAWING    EXERCISES. 


Halves  of  a.  sqr.  inch. 
2. 


Circumscribed  and  inscribed  figures. 
5.  6. 


Circumference  and  Equator. 


Parallels. 


Meridians. 


These  figures  famish  exercises  in  drawing,  arithmetic,  geometry, 
and  geography.  In  drawing,  are  parallel,  horizontal,  vertical,  ob- 
lique, straight  and  curved  lines.  In  arithmetic  are  the  elements 
of  square  measure ;  showing  the  difference  between  the  half  of  a 
square  inch,  and  the  square  of  half  an  inch — or  often  square  miles, 
and  ten  miles  square.  In  geometry,  figure  3,  are  circumscribed 
and  inscribed  figures — a  circle  in  a  square,  a  hexagon  in  a  circle, 
a  triangle  in  a  hexagon,  a  triangular  and  rhombic  hexagon,  seven 
equilateral  and  twenty  rightangfed  triangles,  six  segments  and  six 
sectors  of  a  circle,  &c.  In  geography,  figures  4,  5,  and  6,  are 
shown  the  circumference,  equator,  parallels  of  latitude,  and  meri- 
dians of  the  earth ;  furnishing  appropriate  "  First  Lessons"  in  the 
drawing  of  maps. 


16 


PLAN    OP    INSTRUCTION,     &C. 


After  frequent  exercise  in  the  offhand  drawing  of  circles,  squares, 
and  angles,  with  parallel,  vertical,  oblique,  and  horizontal  lines, 
the  following  objects  would  be  drawn  with  ease,  as  it  would  be 
encouraging  to  pupils  to  bring  their  geometry  into  practical  use, 
in  sketching  the  simple  outlines  of  natural  and  artificial  objects. 


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